Applying the lens of cognitive science to existing middle school science curricula in an effort to improve student learning of science
Every time we teach, new concepts compete with students' prior misconceptions. It is only by identifying and examining these naive ideas that we can hope to bring about conceptual change. The April 2011 issue of The Science Teacher addresses common science misconceptions and provides tips for overcoming them. Click here to view TST's complete April/May 2011 Table of Contents and read a free article ("From Misconceptions to Conceptual Change") from the issue.
